Academy of Education Journal

Vol. 16, No. 1, January 2025, Page: 48-51

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

Dameria Sinaga (The Role of Private Universities in....)

The Role of Private Universities in Obtaining a

Bachelor's Degree for Children with Special Needs

Dameria Sinaga

Universitas Kristen Indonesia Jakarta, Indonesia

Corresponding Author: dr_dameria_sinaga@yahoo.com

ARTICLE INFO

ABSTRACT

Article History:

Accepted: 1 November 2024

Revised: 20 November 2024

Approved: 25 December 2024

Available Online: 1 January 2025

To improve achievement in the academic world, it must be centered on

training programs. All lecturers must take part in training from the inclusive

education service or certified institutions for students who are classified as

having special needs. The curriculum is adjusted according to their

specificities or the symptoms of students with special needs. learning

facilities and infr astructure must also be provided that support the

absorption of the learning. Purpose of this research. Researchers hope that

everyone can be inspired or take the initiative to help children with special

needs so that this program can be implemented. Special learning program

for prospective students with special needs. Purpose of this research.

Researchers hope that everyone can be inspired or take the initiative to help

children with special needs so that this program can be implemented.

Special learning program for prospective students with special needs. The

method in this research uses qualitative research methods with a case study

approach.

Keywords:

The Role of Private Universities

Bachelor's Degrees

Children with Special Needs

This is an open access article under CC BY-SA license

1. Introduction

Inclusive Education is an educational service system that arranges for people with

disabilities to be served in nearby schools, in regular classes together with friends of their

same age. Without having to have a specific class, students can learn together with

accessibility that supports all students without exception with disabilities. Inclusive education

is an education delivery system that provides opportunities for all students who have

disabilities and have potential intelligence and/or special talents to participate in education or

learning in one educational environment together with students in general.

In the 1945 Constitution Article 32 paragraph (1) which confirms "every citizen has the

right to education"; Article 32 paragraph (2) of the 1945 Constitution states that "every citizen

is obliged to attend basic education and the government is obliged to finance it". Law Number

20 of 2003 concerning the National Education System, Article 5 paragraph (1) which confirms

"every citizen has the same right to obtain quality education". This law is strong evidence of

the presence of inclusive education in society.

In basic education, the presence of inclusive education needs to receive more attention.

Inclusive education is an educational service that involves children with special needs (ABK)

learning together with normal children (non-ABK) of the same age in the primary/ordinary

classroom closest to where they live. Accepting ABK at the nearest elementary school is a

beautiful dream for parents who have children with special needs.

Unfortunately, Inclusion Elementary Schools which have "already" received them cannot

easily handle school children with special needs. The curriculum must be able to be adapted to

heterogeneous classes with ABK and regular characteristics. Teachers are not ready to handle

Academy of Education Journal

Vol. 16, No. 1, January 2025, Page: 48-51

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

Dameria Sinaga (The Role of Private Universities in....)

children in their class with different characteristics. Finally, teachers who deal directly with

ABK in class complain that it is difficult to teach using the same method and with the same

treatment so that the learning objectives are not achieved as expected. Curriculum

development can be carried out as an effort to create fun learning and achieve learning

objectives in inclusive education.

Inclusive education in elementary schools is not yet accompanied by an educational vision

that is not based on an inclusive ethos that prioritizes diversity and equal rights in obtaining

education. Curricula and teaching methods that are rigid and difficult to access for ABK are

still found in inclusion classes. Curriculum integration cannot yet be carried out by teachers

because teachers' abilities are limited. Teachers have not received practical training and most

of what is given is limited to socialization. Homeroom teachers and/or study teachers who are

found to have ABK in their class still show a "compelled" attitude in assisting ABK to

understand the material.

Currently, in primary school education we increasingly encounter children with special

needs (ABK). Based on the definition and derivation of the Law on Education, the inclusion of

children classified as ABK are those with learning difficulties, children who are slow learners,

children with autistic disorders, children with intellectual disorders, children with physical and

motor disorders, children with emotional and behavioral disorders, children with multiple

disabilities. and gifted children. Inclusive education means that schools must

ACCEPT/accommodate all children, without exception, there are differences physically,

intellectually, socially, emotionally, linguistically, or in other conditions, including children

with disabilities and gifted children, street children, working children, ethnic children,

cultures, languages, minorities and disadvantaged and marginalized groups of children. This is

what is meant by one school for all.”

The importance of inclusive education continues to be developed because it has

advantages and benefits. According to Staub and Peck (1994/1995) there are five benefits or

advantages of inclusion programs, namely:

a. Based on the results of interviews with non-ABK children in secondary schools, the loss

of fear in children with special needs is due to frequent interactions with children with

special needs

b. Non-ABK children become more tolerant of other people after understanding the

individual needs of their ABK friends

c. Many non-ABK children admit that their self-esteem has increased as a result of their

association with ABK, which can improve their status in class and at school.

d. Non-ABK children experience development and commitment to personal morals and

ethical principles

e. Non-ABK children who do not reject ABK say that they feel happy to be friends with

ABK

In this way, parents of students who do not have children with special needs do not need

to worry that inclusive education can be detrimental to their child's education, but instead it

will be beneficial.

It's not easy for ABK elementary school students who have graduated and want to

continue their education to junior high school, but they face challenges because not all junior

high schools accept ABK. Researchers know that there is a school in East Jakarta that is

willing to accept ABK, namely SMP 74. Although researchers know that what is more

difficult is assisting ABK during elementary school. Because it is known that crew members

who have graduated from elementary school and entered junior high school have changed a

lot. In junior secondary education, the presence of inclusive education needs to receive more

Academy of Education Journal

Vol. 16, No. 1, January 2025, Page: 48-51

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

Dameria Sinaga (The Role of Private Universities in....)

attention. According to researchers from interviews with teachers at junior high schools, the

number of crew members entering is increasingly greater than last year.

Likewise for ABK who have graduated from junior high school and continue to high

school, they face challenges, because not all high schools are willing to accept crew members.

In this study, researchers focused on ABK students who had graduated from high school or

already had a high school diploma. The subfocus of this research is private universities and

state universities, to be able to accept children with special needs who have obtained a high

school diploma.

Inclusive or special needs education has been implemented from elementary to high

school. And they were directed again to universities, but in Indonesia, according to

researchers, special learning programs are only available at state universities in Indonesia,

namely only at UI or the University of Indonesia. Based on the background of the problem of

children with special needs who have graduated from high school, according to researchers

and analysis, private universities are also able to carry out special learning programs for

students with special needs. To do this, private universities must have investors or funders.

With this research, researchers hope that everyone can be inspired or take the initiative to

help children with special needs so that this program can be implemented. Special learning

program for prospective students with special needs.

2. Method

The method in this research uses qualitative research methods with a case study approach.

Case studies are descriptive analytical research, researchers make clear and in-depth

observations by collecting data through documentation, interviews and observations. Sri

(2006:76) case study is a type of research that is able to answer various issues and phenomena

that are currently developing, especially in the social science branch. Mudjia (2017:3) explains

that case study research is a series of scientific activities and is carried out intensively, very in-

depth and in detail regarding an event, both group and individual, and is carried out to gain

knowledge about the event. The events discussed are actual and ongoing events, not ones that

have passed.

Based on this view, researchers conducted research using qualitative methods with a case

study approach. Nawawi (2003:1) explains that intensive case study research focuses more on

certain objects and overall this research requires researchers to study the observed cases as a

whole. The data obtained in this research was taken from students, parents and teachers who

were related to the research and combined from various sources of information.

3. Result and Discussion

From the results of the interview, it was obtained. Teacher: The program is adapted to

normal people. Every child with special needs has the right to receive education in 2 classes.

Private universities. Requires expensive funds and lecturers who have learned about

children with special needs. Parents of students with children with special needs want the

government to open more universities that can accept children with special needs to continue

to college. Likewise, students with special needs wish to continue their education to a higher

level.

4. Conclusion

Improving achievements in the academic world for lecturers who will teach ABK at

private universities must be centered on training programs. All lecturers must take part in

training from the inclusive education service or a certified institution for students classified as

having special needs. The curriculum is adjusted according to their specificities or the

Academy of Education Journal

Vol. 16, No. 1, January 2025, Page: 48-51

ISSN: 1907-2341 (Print), ISSN: 2685-4031 (Online)

Dameria Sinaga (The Role of Private Universities in....)

symptoms of students with special needs. Learning facilities and infrastructure must also be

provided that support the absorption of the learning.

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